IEU Environment Conference 2024: Out of the classroom and into nature

Early childhood teachers: Connecting with Country

Through a series of fun activities designed to support inquiry learning, members began their hands-on workshops by building a bird’s nest, leading to a broader discussion about bird behaviours.

Next, we headed into the bush carrying journey sticks, which are used to tell the story of our walk through the items we collect and attach to them along the way. Other activities included scavenger hunts, bush bingo, making paint from rocks, memory games and building a miniature national park.

Throughout the day, members shared information about environmental initiatives at their centres. Driven by her passion for nature pedagogy, Leanne from Charlestown Child Care and Early Learning Centre added regular bush walks to her centre’s program. “The benefits have surprised me,” Leanne said. “Children go home and take their family on a walk; they are being the leaders.”

Amanda and Annette from West Epping Preschool have developed close relationships with local Dharug knowledge holders and introduced Dharug language into their preschool’s Acknowledgement of Country and other areas of learning.

Children at their preschool begin the day outside all year round. “We talk a lot about Country and caring for Country,” Annette said. “We start outside and part of that is to give children predictability and structure. It allows them to feel the difference in the seasons and what the environment looks like.”

Lisa and Rita from Sutherland Presbyterian Preschool said environmental education is embedded in everything they do – from recycling and water tanks to worm farms and compost. “Connection to the land is important to us,” Lisa said. “We get lots of birds and we teach the children to care for them,” Lisa said.

Lisa has been an IEU member for 30 years, having joined when she was at university. She says it’s important to promote sustainability “not only in the centre, but also with families and the broader community”.

Primary school teachers: Connecting with curriculum

Through nature-based activities, primary teachers explored ways of connecting nature to the English, maths and science curriculums.

Joanne, from The Waldorf School in Armidale said she attended the conference to get more ideas and to see what other schools are doing. “Our garden is the heart of our school and from that comes our environmental program,” she said.

Reflecting on her day, Joanne said, “There is lots to learn and see. It makes everything feel more possible and you can see how easy it is. It’s not hard to do environmental stuff. It feels hard and it can feel like just another task. But you’ve just got to get out there and do some activities.”

Tracey, a member of the inclusive learning team at Roseville College, spoke about the importance of outdoor education for mental health and wellbeing. Tracey was looking for ways to incorporate environment education into inclusive learning settings.

“I have a love of environmental sciences and also try to incorporate Aboriginal learning into the curriculum,” she said. “This type of learning is something you can implement no matter where you are.”

Secondary teachers: Connecting with field work

With a focus on multi-sensory fieldwork and place-based discovery, secondary science and geography teachers explored new ways of integrating outdoor learning into their teaching programs. Activities included measuring the height and circumference of trees to tracking bandicoots and analysing soil using different methods.

Dany and Benn came down from Allegra College in Coffs Harbour, which provides students in Years 9 and 10 with a safe and inclusive space to study. “It is great to see nature connection taught in a secondary setting – until now, I’ve only seen it talked about in a primary setting,” Benn said. “So to tie it in with the field work we do and add depth to that, that is why I am here as a science teacher.”

Dany, who is on the executive at Allegra, said, “We’re very lucky to have a Botanic Garden in Coffs Harbour. Benn often takes the students out. We’re looking at how we can enhance our field work program and give students a more authentic learning experience.”

Nancy teaches geography at a Catholic school in south-western Sydney. She spoke about the connection between religion, geography and environmentalism. “I can see how you can link the geography and the religious syllabus, especially through the stewardship angle,” she said. “And for student wellbeing, outdoors is an ideal place to take them.”